Pedagogy Short Answer Questions What is the psychological development of junior high school students

Student development in junior high school has the following characteristics:

1. Energetic, curious, but there is a great contradiction between desire and one's actual ability, increased independence, unwilling to communicate with parents and teachers, and in a semi-closed state.

2. Emotionally fragile, impulsive, reckless, and poor ability to perceive consequences.

3. Physiological development gradually matures, and the physical development is novel.

4. Psychologically easy to be excited and impulsive, and poor self-inhibition.

Answer]: a, b

Educational psychology is a sub-discipline of psychology, and it is also an intermediate science with the nature of both natural science and social science, and it is an independent discipline with strong theoretical and applied nature.

Answer] :(1) The initial period (before the 20s of the 20th century). In 1903, the psychologist Thorndike published Educational Psychology.

Since then, the book has been expanded into the three-volume Educational Psychology, which laid the foundation for the development of educational psychology, and established the name and system of Western educational psychology, and Thorndike is also known as the "father of educational psychology". Thorndike believes that educational psychology arises from the need for education, and his research is oriented towards understanding the nature of human Zen and changing human nature to achieve the purpose of education. The three laws of learning and the theory of individual differences proposed by him became an important imitation topic in the research of educational psychology around the 20s.

2) Development period (20s to the end of the 50s of the 20th century). During this period, learning theory has been a major area of research. After the 20s, behaviorism predominated, which emphasized the objectivity of psychology and valued experimental research.

During this period, many schools of thought were formed, and these theories and factions were also reflected in educational psychology. During this period, the development of educational psychology was separated from the research route of psychology, lacking an independent theoretical system and the study of people's high-level psychological activities. It can be said that educational psychology at this time has not yet become a discipline with an independent theoretical system.

3) Mature period (60s to the end of the 70s of the 20th century). During this period, there were some changes in the content and system of educational psychology in the West. The content of educational psychology is becoming more and more concentrated, and the discipline system of educational psychology is basically formed.

The differences between behavioral, cognitive, and humanistic schools are narrowing, and disciplinary research is increasingly focusing on the guidance of school education practice.

4) Perfection period (after the 80s of the 20th century). Since the 80s, educational psychology has paid more and more attention to the combination of teaching practice, and various theoretical schools have absorbed each other, and the system has become more and more perfect. In 1994, the American psychologist Bruner summarized the results of educational psychology since the 80s:

The first is active research, the second is reflective research, the third is collaborative research, and the fourth is socio-cultural research.